PRELIMINARY PROGRAM

Third Annual Conference
Association of Mathematics Teacher Educators

This presentation will focus on describing the experiences of preservice teachers related to teaching mathematics as they tried to connect theory with practice in an urban setting. Issues regarding content knowledge, pedagogy, and curriculum will be discussed.

This session will focus on quality issues related to preservice teachers' field experiences. Specifically, it will address the placement process and the duration of the student teaching period.

This session will explore a variety of uses of the Internet in mathematics methods courses, including the creation of an Internet problem-solving project as an assessment tool. The session will also allow participants to share their ideas and experiences.

This session will share preliminary results of an ongoing research study involving the use of an on-line discussion forum to support teachers participating in a year-long professional development program in elementary mathematics.

Learning to Teach School Mathematics with Technology is an NSF-sponsored project developing materials for educating middle and high school preservice mathematics teachers in how computing technology may be used to explore mathematics and in the pedagogical implications of such use.

This session will consider the use of an on-line discussion forum to support preservice and first year middle grades teachers in teaching mathematics. Preliminary results from research will be shared.

This guided tour introduces free services from the Eisenhower National Clearinghouse, including an electronic catalog of K-12 instructional materials, its TIMSS Website and collection of awarded math/science Websites. Use of Internet resources to enhance teacher education is a primary focus.

Participants will help construct a working model of what constitutes mathematical and technological literacy for the 21st century and how the integration of these two literacies contributes to how we approach the teaching and learning of mathematics in the future.

Find out about THE ANNENBERG/CPB CHANNEL, a free satellite/Web service carrying professional development programs and workshops for K-12 math/science educators. Offer your own ideas about the form and content of future programming for preservice and inservice teachers.

We will present our format for using portfolios in the math content course to help develop critical thinking and to transform students' attitudes toward mathematics and toward learning. We will share samples of students' work and implications for instruction.

The question of how much content knowledge is needed for teachers to implement the visions of the mathematics reform has long been a topic of debate. In this panel discussion, speakers will share their efforts at preparing teachers to teach mathematics for understanding.

Secondary mathematics teachers must possess rich content knowledge in order to facilitate meaningful learning opportunities in the classroom. This session explores the potential of elementary mathematics methods courses to help prospective secondary teachers broaden their conceptual understanding of mathematics.

This session will discuss the efforts of an NSF-funded coalition created to help two-year and four-year college faculty improve their mathematics content courses for preservice elementary teachers. Coalition activities and samples of participant work will be presented.

This session addresses the mathematical intellectual autonomy of preservice elementary school teachers, highlighting particular activities and structures that the students identified as being instrumental in that growth. Finally, the session will address how these experiences facilitated the faculty members' growth.

Participants will discuss issues regarding the design of college mathematics courses which both satisfy preservice teacher requirements and are relevant for inservice teachers who want to improve their subject matter knowledge. Sample course materials and activities will be provided.

In order to set the stage for a discussion of the key ideas for a technologically rich intuitive geometry course, work now in process at San Jose State University will be shared.

This session will provide participants with the opportunity to consider the use of cases as a tool for deepening teachers' understanding of mathematical ideas. Participants will engage in a set of activities and discuss their potential for teacher education.

The researchers will present several observations on preservice teachers' understanding of concepts related to elementary number theory and initiate a discussion on how these observations have influenced or could influence our classroom practice.

In this interactive session, participants will experience three examples of facilitation strategies used in mathematics methods classes with preservice elementary and secondary teachers. Discussion will focus on understanding their beliefs about Standards-based teaching and confronting tension points in those beliefs.

The advantages and challenges of a field-based component in an elementary mathematics methods class will be shared by several of the constituencies involved - professor, classroom teacher, methods student, elementary student, and parent(s).

This study investigated the difficulties common to preservice teachers when asked to put into practice those teaching strategies learned in their methods course. Teaching implications for the elementary mathematics methods class will be shared.

We will discuss our results of a study to see what different groups of participants believe should be taught in an elementary mathematics methods course. The participants included inservice teachers, preservice teachers, elementary mathematics supervisors, and elementary mathematics methods instructors.

This session will examine the components of mathematics and mathematics methods courses for preservice elementary teachers which are taught at the Orlando Science Center. In particular, the focus will be the impact of experiencing mathematics in an informal setting on preservice teachers' conceptualization of mathematics teaching and learning.

This individual session presentation will describe a course offered for potential and new undergraduate education majors within the Mathematics Department at Illinois State University.

This presentation summarizes a study of the use of writing to engage preservice teachers in the construction of knowledge of probability and the communication of pedagogical content knowledge.

Opportunities and challenges for delivering mathematics education content and methods courses in a redesigned program will be discussed. Come and share your ideas.

Participants will analyze a classroom lesson on a CD-ROM. They will discuss its value as a tool for developing decision-making skills in preservice teachers. It will also be used to stimulate exposition of various perspectives in mathematics education.

The National Staff Development Council's Results-Based Staff Development for the Middle Grades Initiative has identified content-specific, middle grades staff development programs that have improved student achievement. Presenters will identify the projects and lead discussion about the characteristics that lead to the results.

Participants will learn the framework for "algebraic habits of mind" and engage in selected activities that represent the nature of the Linked Learning in Mathematics Project. Ongoing interaction will occur concerning the use of this framework for teacher preparation/enhancement.

Reversing the pattern of mathematics underachievement of Latino and other poor students requires a better understanding of the social context of instruction. This presentation focuses on two effective teachers and common characteristics, particularly discourse and developing communities of learners.

This session will share the mathematics preparation of middle school teachers program developed jointly by mathematics and mathematics education faculty. Discussion and sharing of alternative programs focusing on the preparation of middle school mathematics teachers will be welcomed and encouraged.

Check out the TEACHING MATH video libraries, and learn how these videos can be used in preservice and inservice teacher education programs. These videos, produced by WGBH, show NCTM Standards being implemented in mathematics classrooms across America.

The NSF-funded standards-based curricula provide a unique resource for K-8 preservice education. This symposium will present ways in which these curricula have been integrated into content and methods courses and discuss issues related to the use of these materials.

This interactive session will build upon the organizers' experiences with, and research on, facilitating the mentoring of prospective and practicing teachers. Through small-group discussion participants will develop strategies for establishing mentoring relationships among the teachers with whom they work.

Participants will have opportunities to discuss the content of the Standards 2000 Draft. Bring your copy and your input.

The presenter will share problems/questions actually used in a test setting and will discuss the logistical details that arise when students use manipulative materials on a test.

Two types of assessment methods used in my elementary mathematics methods courses are journals and portfolios. The procedure that was used with each of these forms, and benefits, as well as problems that occurred, from using these methods will be discussed.

How can large-scale assessment tasks benefit the teachers with whom you work? Engage in a case discussion and learn about the tools from the soon-to-be released Learning from Assessment: Tools for Examining Assessment through Standards - A Professional Development Resource for Middle School Mathematics Teachers.

I will discuss strategies I have used to assess the pedagogical content knowledge of elementary and middle school preservice and inservice mathematics teachers in Canada, the United States and Singapore, and identify some strengths and weaknesses of these strategies.

Many programs supporting change in mathematics education use reflective writing. Teacher-educators responding to this writing face a complex task, seeking to question deeply held beliefs while also offering support. In this interactive session, we will read and discuss examples of reflective writing gathered from educators participating in a "Developing Mathematical Ideas" seminar.

Statewide comprehensive surveys in New Hampshire of the stakeholders in preservice teacher education provide insights into our shortcomings in training teachers to teach mathematics and provide guidance for instituting changes at the college/university level.

What is the teacher's role in creating a social context which supports the development of student autonomy? A video clip of a third grade class dealing with fractions will be used to launch a discussion of this issue.

The promise and challenges of performance-based mathematics teacher preparation are the focus of this session which includes an examination of the Interstate New Teacher Assessment and Consortium (INTASC) standards as applied to self-assessment, evaluation of beginning teacher portfolios, mentoring beginning teachers, and evaluation of teacher preparation programs

This interactive session explores the value of engaging preservice and inservice teachers in collaboratively examining the way children develop mathematical ideas.

AMTE is represented in a consortium of organizations that is preparing recommendations and strategies for bringing about significant improvement in the mathematics education of future teachers. The session will include small group discussion of and input for this collaborative project.

This will be an open forum related to a future conference on doctoral programs for mathematics educators sponsored by the National Science Foundation. Possible themes for the conference will be discussed. Ideas and suggestions will be solicited from participants.

Seven elementary teachers participated in a two-year project in which they worked together to develop their teaching practices. The teachers' beliefs as stated in interviews, expressed in conversations with their colleagues, and enacted in their practice will be discussed.